Paul Grobstein's Responses to Postings by Others
scientific story telling, reflective learning
reality = that of which we cannot speak ?
speaking of compliance
education implications
Cognitive unconscious as "society of mind": implications?
group process: symphonies and jazz
"social behavior" as opposed to "compliance"?
Education: compliance, individuation, symphonies, and jazz
reflections a week in
dreams, phantom limbs, paraplegia
I-function, risk taking, and creativity
Age, the I-function, and the cognitive unconscious
the freudian and the cognitive unconscious
Managing emergence: another case
reciprocal learning at the science/humanities interface
Illusions: the next steps?
Thinking as an educational objective
Past and future: what two cultures might learn from each other
"storytelling" and "story telling": more on the difference
"public-making," inquiry, and education?
cynicism, skepticism, and rhetoric
what humanists might learn from scientists ...
storytelling and story telling, in education and beyond
Science for College is like ....
more on "boredom" in education, and a new place to discuss it
multiple voices, in one place?
Medium range inferences and sitzflesh, across two cultures
Teaching in virtuality
Living in virtuality
Computers and education: starting thoughts
words, pictures, imagination in education
Writing and why
scientists (or other professionals) as teachers
the skeptical learner
The open-ended, transactional classroom extended ...
thinking more about open-ended inquiry in the classroom
getting it less wrong, in lots of directions
education as zen buddhism, boredom as an educational benchmark?
teacher as rider
Horses/kindegarten/education in general
chemistry, psychology, the brain, and education
responsibility in an open-ended classroom
teaching inquiry: science/humanities similarities?
another key to meaningful science education
the key part of science education
science and religion
diversity: turning things around
interdisciplinary courses
making room for a science/humanities interplay
scaffolding as an aid to inquiry?
reality = that of which we cannot speak ?
speaking of compliance
education implications
Cognitive unconscious as "society of mind": implications?
group process: symphonies and jazz
"social behavior" as opposed to "compliance"?
Education: compliance, individuation, symphonies, and jazz
reflections a week in
dreams, phantom limbs, paraplegia
I-function, risk taking, and creativity
Age, the I-function, and the cognitive unconscious
the freudian and the cognitive unconscious
Managing emergence: another case
reciprocal learning at the science/humanities interface
Illusions: the next steps?
Thinking as an educational objective
Past and future: what two cultures might learn from each other
"storytelling" and "story telling": more on the difference
"public-making," inquiry, and education?
cynicism, skepticism, and rhetoric
what humanists might learn from scientists ...
storytelling and story telling, in education and beyond
Science for College is like ....
more on "boredom" in education, and a new place to discuss it
multiple voices, in one place?
Medium range inferences and sitzflesh, across two cultures
Teaching in virtuality
Living in virtuality
Computers and education: starting thoughts
words, pictures, imagination in education
Writing and why
scientists (or other professionals) as teachers
the skeptical learner
The open-ended, transactional classroom extended ...
thinking more about open-ended inquiry in the classroom
getting it less wrong, in lots of directions
education as zen buddhism, boredom as an educational benchmark?
teacher as rider
Horses/kindegarten/education in general
chemistry, psychology, the brain, and education
responsibility in an open-ended classroom
teaching inquiry: science/humanities similarities?
another key to meaningful science education
the key part of science education
science and religion
diversity: turning things around
interdisciplinary courses
making room for a science/humanities interplay
scaffolding as an aid to inquiry?
